"History teaches that men and nations behave wisely once they have exhausted all other alternatives."
- Abba Eban.

TURN UP YOUR LIGHT IS EASY-TO-UNDERSTAND, APPLICABLE INFORMATION about 3rd, 4th and 5th dimensional levels of consciousness. Understanding this replaces limitation, judgment, frustration and stress, with freedom, respect, serenity and compassion. Included will be how the Laws of Polarity condition and limit the brain, and how to gain dominion over brain function. With this knowledge, you can increase your ability, capacity and effectiveness, and experience unlimited creative freedom. And thus, you are able to add your enlightened frequency to the collective consciousness. This is our true legacy...

Since 9/11, perhaps more than ever, many of us have experienced dilemmas and endured conflicts, but often haven't known how to resolve them. And because so many such challenges now face our global community, it is sometimes easier to ignore them. But we-who-care know this doesn't ultimately serve at this time.

I’ve often thought that throughout humanity's history, one word has started more than one war. Then recently I discovered a key word, inaccurately translated from the Hebrew Old Testament to the Catholic and Protestant New Testaments. That word is "virgin". In Hebrew, virgin means “young woman”. I was stunned as I considered the many consequences of that inaccurate translation - the illogical misconceptions, confusion, and loss of lives, to name a few.

This gives cause to ponder the truths on which humanity has relied and established religions, societies, laws and punishments... and on what we still rely. Much that has been established during past times still dominates, but no longer makes sense, and certainly doesn’t address the plethora of issues now facing us.

Illogical, impossible, inaccurate or confusing truths distort the mind into a maze of dysfunction that impedes the attainment of genuine love, success, fulfillment and freedom. When an entire species is so impeded, the world we affect suffers.

This implores us to pause at this crucial time, to wisely evaluate what faces us as a species. Since humanity's humble beginnings, in the name of some righteous cause, the atrocious machinations of rulers, leaders, insurgents and now terrorists, have been steadily and thoughtlessly wiping out peoples and species, and draining precious mineral resources.

You and I can’t make the species change. But we can turn our attention to ourselves, and seriously consider how we are choosing to walk on this most awesome and gracious planet. Then, more than ever, change the perceptions and behaviors we know must be corrected.

In the words of Joseph R. Giove, “It is time to change our attention. It is time to change our minds about our world. Destiny is a matter of choice, not about predetermination. Destiny is about choosing which patterns and structures out of the infinite possibilities in us and before us we shall draw out and make expressed. Destiny is the power or agency that determines the course of events, and that power is us! It is our divine privilege to choose and to consciously evolve.

Yet the power is not in the choice. The power is not in the pattern, or the in object of the choice. When I say, ‘I choose therefore I am,’ it is the ‘I AM’ that is the power. I AM is the source, the idea and the fulfillment of the idea. When we say I AM we are engaging the power to effect whatever follows it.” From Manifesting Y/Our Destiny http://www.infinityaffinity.org

Why can’t we choose from the source?
To recap, 3-D consciousness, governed by the Laws of Polarity, creates paradox. Paradox, in turn, creates dilemma and conflict. For as long as history relates, human consciousness has been dominated by the negative polarity. This means that the human brain has been conditioned to function mostly from negative options. Hence, resolution has generally been through negative means.

This produces a largely ineffective brain for resolving the very dilemmas, conflicts, challenges and problems presented by polarity's paradox. It also inadequately develops the analytical and logical, problem-solving function. Curiosity, adventure and discovery have been furthered, creating an ever-more complex world, while education and support for effective brain function has sorely lagged. How could that happen, we-who-care might ask?

Don't think. Just behave.
When Napoleon's well-disciplined army defeated the Prussians in 1806, Prussian rulers concluded it was because their soldiers were thinking for themselves rather than following orders. The following year, the Prussian transcendental idealist, Johann Gottlieb Fichte, wrote Addresses To the German Nation. It promoted the state as "a necessary instrument of social and moral progress". Prussian rulers wanted an ideal society. They decided they needed efficient policy-makers, with an assisting but not subversive subclass, to help manage the masses. Hence, they determined that the power of reason and discovery must be erased from the capability of nearly everyone.

From 1807-1819, they devised a three-tiered, scientific educational system from:

1) Fichte's "duties of the state"
2) John Locke's (1690) "children are a blank slate"
3) Rousseau's "how to write on the slate"

Their system defined what children could learn, what they could think about and for how long, and when to begin thinking of something else. The system was designed to keep most children from reading, because when a child can read, s/he can become knowledgeable, independent, and capable of endless discovery.

Education was divided into three groups, with secondary education limited to the middle and upper classes:

1) An elite 5% went to the gymnasium (Classical High School), for preparation for civil service and efficient policy-making. They learned ancient and living languages, logic, religion, mathematics, economics, commerce.
2) A 5.5% subclass were sent to realschulen (Technical High School) to partially learn how to think.
3) Everyone else was sent to volkschulen, to learn "harmony, obedience, freedom from stressful thinking and how to follow orders", for proper subserviency and social stability. Many were prepared for the clergy.

In the volkschulen, whole disciplines - math, science, language, art, etc. were divided into subjects that were taught during specific periods of the day. They replaced the alphabet system with the teaching of sounds. This enabled children to read without a real grasp of what they were reading, and the resulting implications. Historical development and current affairs were not taught. With little exception, they were kept from knowing what was happening in the world.

Prussian education comes to America
In 1814, Edward Everett got a Prussian PhD. During the next 30 years, many American elite followed, one of which was Horace Mann, who was instrumental in designing our educational system. All returned to America and staffed major universities. For decades, all American PhDs were trained in Prussia.

With the advent of the Industrial Age, a non-thinking work force was needed to staff the growing industrial revolution. Thus, the intention was to influence public school children towards socialization rather than to develop intelligence, conscientiousness and precision. In 1850, Massachusetts and New York adopted the Prussian system, promoting "the state as the father of children". Many Northern States followed.

From 1865 to 1918 Horace Mann's sister, Elizabeth Peabody (Peabody Foundation), began fulfilling "her mission" to integrate the Prussian educational system into Southern schools. William T. Harris created "school staffing" programs that were adopted by the new "teacher colleges". Many were underwritten by the Rockefeller, Carnegie, Whitney and Peabody families.

By 1900, most states had passed compulsory schooling laws. One-room schoolhouses, with individualized teaching that fostered independence, were wiped out. Government began owning university, elementary and secondary school systems and through them, the future...

Loss results
The quality of education available to most of humanity is undeniably inferior to the necessary requirements of our survival and satisfaction. Through religion, family patterning and education, we were taught what to think, what not to think and to follow directions. But we were not taught how to think, and certainly not how to think self-reflectively and with integrity.

The result is that we are unable to effectively resolve dilemmas and conflicts, address the unexpected, or easily solve problems. It is said that "inherent in the problem is the solution". True, but since most do not learn how to think in an organized, sequential flow, we don't know how to determine a solution. Instead, confusion and fear prevail, restricting objective brain activity, and a coping strategy takes over. Though we do the best we can, it is often less effective than good sense needs. And loss results.

The magnificent human brain
Both my client facilitation and writing combine my understanding of consciousness, and how to transform it from the limitations of polarized thinking to the wisdom, joy and freedom of 5th dimensional consciousness. However, to do so, we must transform the brain.

Humanity evolved from lower life forms. This occurred through natural selection, the constant struggle for existence against natural forces, other species and each other, and through "randomly occurring" changes. It appears that the human brain evolved in three basic stages:

The primitive lower brain directs activities related to survival, such as attack, defense and primal sexual behavior. It is largely procedural, which deals with long-term memory.

The mammalian brain added more development to control the autonomic nervous system and automatic functions of digestion, the body's fluid balance, temperature and blood pressure. It recognizes and responds to danger, according to past experience, and experiences some feeling about events, and feelings and functions for the care and protection of young.

The advanced brain added the two-hemisphered neocortex, which invests us with higher functionality, and distinguishes us from animals. The left hemisphere allows us to be objective, focus on facts, be logical, sequence and systematize, and to communicate through words, grammar and meaning. The right hemisphere adds highly developed spatial abilities, intuition and imagination, communication through imagery, and a focus on feelings and emotions.

It is said that we access less than 10% of our brain capacity. The result is that the lower brain dominates during crisis, when wisdom and compassion of the higher brains are needed. In other words, without active whole-brain function, we operate from the lower brain.

This is how ignorance becomes treachery, and why we must turn our attention to training the human brain... teaching people to think, decide and act for themselves. True freedom is the result of applying our resources to fulfill our own destinies, deciding for ourselves, out of our own contexts, and along our own evolutionary continuums. Imagine such a world! And imagine what history will record of this decade.

© 2002 Marianne Weidlein

For more understanding, go to http://www.empoweringvision.com

A Gift
Have you been enduring a frustrating time? Do you sincerely want change, but don’t know how to do it? Once a month, I’m offering the gift (no-cost) of one session to one person from my mailing list. If you want this support, please review my website to see if my perspective and style are compatible with yours. If so, email me by December 1st, explaining why your life must change. Keep it to 100 words or less. I will choose one, and personally respond to each. You are cared about.  

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ABOUT THE AUTHOR

Marianne Weidlein is an author and transformational facilitator who combines a 35-year background in human potential development, spirituality and self-employment to help groups and individuals achieve success. Marianne’s greatest areas of expertise include the self-mastery that leads to ascension, and peak performance for professional success. Over several decades, she has facilitated innumerable programs of varying sizes and formats to thousands of people - individuals and partnerships - using her own curriculum and techniques.

Knowing that "we teach what we need to learn", Marianne seeks to embody her work. Her bliss and honor are in assisting lightworkers to rest in freedom, add their light to the sum of light and shift humanity’s consciousness.

Marianne holds a bachelor's degree in Business Administration. Her books are Empowering Vision For Dreamers, Visionaries & Other Entrepreneurs; Warm Liquid Life and the semi-monthly Turn Up Your Light online installments. More information about Marianne’s work can be found at her website http://www.empoweringvision.com.